When a division problem involving whole numbers does not result in a whole number quotient, it is important for students to be able to decide whether the context requires the result to be reported as a whole number with remainder or a mixed number.

The purpose of this task is to help students understand and articulate the reasons for the steps in the usual algorithm for converting a mixed number into an equivalent fraction.

This problem provides an opportunity to introduce a visual way of representing operations on unknown numbers to help lead students to using a symbolic representation. Learners are asked to think of a number and then through an interactivity are given a sequence of operational instructions to follow which leads all students to the same final number. The Teachers' Notes page offers suggestions for implementation, key discussion questions, ideas for extension and support.

This is a youcubed favorite which comes from Mark Driscoll. The activity encourages students and teachers to engage in visual, creative thinking. We have coupled MarkÕs activity with asking students to reason and be convincing, two important mathematical practices.